Improving the Interprofessional Practice, Knowledge, and Skills of Health Professions Students through an Interactive Course in Gerontology

Bibliographic Data

ID2501489
AuthorsElizabeth A Mulvaney, Elizabeth Mulvaney (University of Pittsburgh, corresponding author), Rachel Jantea (0000-0003-0268-1260, The University of Texas Health Science Center at Houston), Paula Leslie (0000-0002-0379-9044, University of Lancashire), Pamela Toto (0000-0002-8561-5068), Mary Allias, Mary Carcella Allias, Catherine Grant (0000-0003-2952-8426, University of Pittsburgh), Victoria Hornyak, Julie Klinger (0000-0002-9881-6117, University of Pittsburgh), Rhaven Nelson (University of Pittsburgh), Susan Skledar, Susan J Skledar (0000-0002-3961-2624, University of Pittsburgh), Kylea Covaleski (University of Pittsburgh), Rollin M Wright, Rollin Wright (0009-0000-3933-249X, University of Pittsburgh)
Year2020
Volume20
Issue2
Pages184-203
Publication date2020-09-10
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAdvances in Social Work (JOURNAL)
Journal identifiersISSN: 1527-8565 • E-ISSN: 2331-4125
PublisherIUPUI University Library (PUBLISHER)
DOI10.18060/23682
OpenAlexW3037174855
LanguageEN
Citations received1
References cited7

Interprofessional, collaborative health care is the ideal standard in geriatrics. Students' interprofessional practice skills are limited in typical siloed education. An experiential, team-based geriatrics course was designed to improve health professions (HP) students' knowledge, skills, and attitudes about interprofessional practice. Students (n=209) from dentistry, medicine, nursing, nutrition, occupational therapy, pharmacy, physician assistant, social work, and speech-language pathology were assigned to interprofessional (IP) and medical-student only teams. The Interprofessional Collaborative Competency Attainment Survey-Revised (ICCAS-R) was administered pre- and post-course, along with program evaluations. Seventy percent of students completed both pre- and post-surveys. ICCAS-R scores were analyzed comparing the impact of training for medical students (n=78) on IP teams and remaining HP students (n=58). Students rated themselves as improved on all six ICCAS-R subscales (paired t-tests, p < 0.05). Sixty-nine percent rated themselves as better able to collaborate interprofessionally. A competitive team-based learning exercise using gamification was rated as the most authentic skill-building interprofessional activity. Experiential learning where students worked with the same team helped to build interprofessional and teamwork skills. Findings will be used to improve authenticity of the clinical and teamwork content, increase the use of gamification as a teaching technique, and refine students' practice of IP teamwork competencies

Experiential learning · Geriatrics · Health care · Interprofessional education · Medical education · Pedagogy · Teamwork · Chronic Disease Management Strategies · Health Professions · Innovations in Medical Education · Interprofessional Education and Collaboration · Medicine · Nursing · Psychology · Social Work · Occupational Therapy · Pharmacy

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